State community college systems and their two-year colleges have spent the 2010s reexamining and redesigning decades-old developmental education tracks to ensure students get what they need--and only what they need--with an eye toward moving them more quickly into college-level courses and, eventually, the degree or certificate they want. Administrators and faculty have worked together statewide and at individual institutions to redesign curriculum in a way that accomplishes this central goal without sacrificing learning, particularly for those from "at-risk" backgrounds, while gaining buy-in from skeptical faculty, ensuring they don't lose revenue in the process and making adjustments along the way. This article described how colleges in Virginia, Minnesota, and Florida examined how to speed up remedial courses to move students toward completion.